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Publicado-MARIN-GARCIA, Juan A.(2015) Publishing in two phases for focused research by means of “research collaborations”

MARIN-GARCIA, Juan A.. Publishing in two phases for focused research by means of “research collaborations”. WPOM-Working Papers on Operations Management, [S.l.], v. 6, n. 2, p. 76-80, dec. 2015. ISSN 1989-9068. Available at: <http://polipapers.upv.es/index.php/WPOM/article/view/4459>. Date accessed: 27 dec. 2015. doi:http://dx.doi.org/10.4995/wpom.v6i2.4459.

(La publicaci√≥n en dos fases para la investigaci√≥n enfocada a trav√©s de ‚Äúresearch collaborations‚ÄĚ)

We present and justify a new way to research and publish. This proposal is not intended to substitute or replace traditional ways of doing science, but rather complement, filling a gap and providing an efficient way to achieve scientific advances. The process begins with the sending a proposal of protocol to WPOM. Proposals are evaluated in each of the collaborations, depending on the potential to fill a research niche in the area. In the case of accepted protocols, WPOM guarantees commitment to publish the article if the protocol and deadlines are met. Thus, researchers can develop their projects focusing on meeting the protocol that has been approved without the question of whether, once completed, research is relevant or if the methodology is correct.

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En este art√≠culo presentamos y justificamos una nueva forma de investigar y publicar. Esta propuesta no pretende sustituir o reemplazar a los modos tradicionales de hacer ciencias, sino complementarlos, rellenando una laguna y ofreciendo un camino eficiente para lograr los avances cient√≠ficos. El proceso se inicia con el env√≠o de la propuesta de protocolo WPOM. Las propuestas se eval√ļan, en cada una de las collaborations, en funci√≥n del potencial para cubrir un nicho de investigaci√≥n en el √°rea. En el caso de ser aceptados los protocolos, WPOM garantiza un compromiso de publicaci√≥n del art√≠culo si se cumple el protocolo y plazos prometidos en el proyecto. De este modo, los investigadores pueden desarrollar proyectos de escritura centr√°ndose en cumplir el protocolo que ha sido aprobado, sin la inc√≥gnita de si, una vez terminada, la investigaci√≥n es relevante o si la metodolog√≠a es la correcta.

 

Keywords

focused research; protocol; collaboration;Investigación enfocada; protocolos
2015/12/27
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Publicado: Marin-Garcia, J. A., Mart√≠nez-G√≥mez, M., & Giraldo-O’Meara, M. (2014). Redesigning work in university classrooms: factors related to satisfaction in engineering and business administration students. Intangible Capital, 10, 1026-1051.

Redise√Īando el trabajo en las aulas universitarias: Factores relacionados con la satisfacci√≥n en estudiantes de ingenier√≠a y administraci√≥n de empresas
Marin-Garcia, J. A., Mart√≠nez-G√≥mez, M., & Giraldo-O’Meara, M. (2014). Redesigning work in university classrooms: factors related to satisfaction in engineering and business administration students. Intangible Capital, 10, 1026-1051.
http://dx.doi.org/10.3926/ic.535

Resumen

Objeto: Con este trabajo se pretende analizar cómo afectan las características del contexto del aprendizaje, es decir, cómo es el trabajo de los estudiantes en la asignatura, al potencial motivador de la asignatura y a la satisfacción de los estudiantes

Dise√Īo/metodolog√≠a: Mediante ecuaciones estructurales (SEM) se ha analizado los datos de una muestra transversal (cursos 2008, 2009 y 2010) de 535 estudiantes de ingenier√≠a industrial y administraci√≥n de empresas, de una universidad p√ļblica espa√Īola.

Aportaciones y resultados: Los resultados, utilizando un instrumento validado y adaptado al mundo docente, demuestran la asociación existente entre las características del tipo de trabajo de los estudiantes, el perfil motivador de la asignatura  y la satisfacción.

Limitaciones: la escala de identidad no tiene un ajuste excesivamente bueno y sus resultados deberían considerarse tentativos. La muestra es limitada para generalizar las conclusiones, debería extenderse en el futuro a otras universidades y contemplar estudiantes de posgrado.

Valor a√Īadido: en este trabajo confirmamos que se cumple el modelo JDS adaptado a la docencia. Comprobamos que las variedad, la identidad, la significaci√≥n, la autonom√≠a, la retroalimentaci√≥n del puesto y la retroalimentaci√≥n social ¬†son elementos de un constructo de segundo orden que representa el perfil motivador de de la asignatura y que los valores de este constructo est√°n relacionados positiva, significativa y sustancialmente con la satisfacci√≥n general percibida por el estudiante. Tambi√©n hemos comprobado que estas relaciones se mantienen en muestras de alumnos de diferentes a√Īos o de titulaciones bastante dispares. Gracias a ello, los profesionales docentes pueden utilizar el modelo de¬† an√°lisis y redise√Īo de puesto para ayudar a favorecer la motivaci√≥n y la satisfacci√≥n de sus estudiantes.

Palabras clave

redise√Īo de puestos de trabajo; motivaci√≥n; satisfacci√≥n; contexto del aprendizaje; JDS; educaci√≥n universitaria

Texto completo: PDF[es]

Abstract

Purpose: We analyze how it affects the teaching model to motivational potential of the course and student satisfaction. Design/methodology: Using structural equation modeling (SEM) has analyzed data from a cross-section (2008, 2009 and 2010) of 535 students of industrial engineering and business administration, a Spanish public university.

Findings: The results, using a validated instrument adapted to the teaching world, demonstrate the association between the characteristics of the type of student work, the motivating potential of the subject and satisfaction.

Research limitations/implications: The Identity scale does not have good fit and the results should be considered tentative. The sample is limited and does not allow to generalize the findings, it should be extended in the future to include other universities and graduate students.

Originality/value: This work confirm that the JDS model adapted to teaching is met. We found that the variety, identity, significance, autonomy, job feedback and social feedback are elements of a second-order construct representing the motivating potential of the subject and that the values of this construct are positively related, significantly and substantially to the overall satisfaction perceived by the student. We have also found that these relationships are maintained on samples of students from different years or rather different degrees. As a result, education professionals can use the model for analysis and redesign of jobs to help foster motivation and student satisfaction.

Keywords

Job redesign, Motivation, Satisfaction, Learning context, JDS, Higher education, University

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2014/12/24
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Publicado Giraldo-O’Meara, M.; Marin-Garcia, J. A.; Mart√≠nez-G√≥mez, M. (2014). Validation of the JDS Satisfaction Scales Applied to Educational University Environments. Journal of Industrial Engineering and Management 7[1], 72-99

Giraldo-O’Meara, M.; Marin-Garcia, J. A. & Mart√≠nez-G√≥mez, M. (2014). Validation of the JDS Satisfaction Scales Applied to Educational University Environments. Journal of Industrial Engineering and Management 7[1], 72-99.

http://www.jiem.org/index.php/jiem/article/view/906
http://www.upv.es/i.grup/repositorio/own/ART_2014_001_JIEM-JDS%20satisfaction%20scales%20university.pdf
Abstract:
Purpose: The aim of this study is to review and summarize the main satisfaction scales used in publications about human Resource Management and educational research, in order to adapt the satisfaction scales of the Job Diagnostic Survey (JDS) to higher education and validate it with a sample of university students and to assess the concept of satisfaction in two different ways: as a single-item measure, with a global indicator and as a multi-item measure, analyzed as a global model and composed by several scales.

Design/methodology/approach: Confirmatory factor analysis with maximum likelihood, using structural equations model, was employed to assess the model fit in 152 business management undergraduates.

Findings and Originality/value: The satisfaction model measured as multi-item scale present an acceptable fit. Even though, some of the satisfaction scales did not present a satisfactory fit, they can be used and interpreted independently with carefulness. Nevertheless, the satisfaction single-item scale presents a better fit and has been validated as a simpler and less costly measure of satisfaction.

Originality/value: In the current process of change that is taking place in universities according to the plan developed by the European Space of higher Education, validated instruments as the satisfaction scale of JDS, adapted to teaching, may facilitate this process through the diagnosis, and follow-up of changes in satisfaction levels in university classrooms.

Keywords

satisfaction; scale validation; higher education; JDS; university; SEM; EQS

Universidad Politécnica de Valencia